TPACK FOR SCIENCE AND MATHEMATICS TEACHERS

“…at the heart of good teaching there are three components: content, pedagogy and technology, plus the relationship among and between them...” (Koehler & Mishra, 2009).

A person who knows and is aware that he knows, is wise, follow him;A person who knows but is not aware that he knows, remind him;A person who doesn't know and is aware that he doesn't know, teach him;A person who doesn't know and pretends to know, is fool, leave him

Bless me in my undertakings Dear God, grant me victory and I shall shout your blessings for all to hear of your power!

Monday, March 3, 2014

What if form four exam results were judged on the basis of cut off points rather than a pass at D level in two subjects?

For example if all students scoring greater than 40 average points were considered to have scored zero then the students in column DIV IV >40 would get Div Zero. Column % DIV IV > 40?T. DIV IV shows the percentage of students who scored div four but could score zero if the max points for div IV was 40 points. Move over, column % DIV IV > 40/Total shows the percentage of all students from the selected schools who would have scored div zero but have division IV.

The selection of the schools for this analysis was totally random. There was a random click of the school from the list of schools displayed by the national examination council, and for every school that was clicked the number of DIV IV with with average points greater than 40 were counted. Later on a percentage of the students who scored div IV but have average points higher than 40 was calculated for both total div IV scores and Total students in the school.

From the sample of 21 schools under study a total of 21.7% of the students who scored div IV were supposed to score div zero. This means that the percentage of div zero for the studied schools would increase by 8% if the grading was based on average points score rather than a D score in two subjects.

School
name

DIV I

DIV II

DIV III

DIV IV

DIV 0

Total

DIV IV >40

% DIV IV >40/T.DIV IV

% Div IV >40/Total

Manyunyu

3

15

38

36

10

102

6

16.66666667

5.882352941

Sangu

17

66

118

140

6

347

8

5.714285714

2.305475504

Shabani Robert

32

47

63

19

0

161

0

0

0

Goima

0

0

2

11

25

38

1

9.090909091

2.631578947

Bujela

0

4

7

20

32

63

6

30

9.523809524

Pasiansi

0

17

19

37

25

98

8

21.62162162

8.163265306

Ipogolo

1

6

8

53

6

74

22

41.50943396

29.72972973

Ilunga

1

4

13

72

79

169

27

37.5

15.97633136

Ndorwe

0

1

20

40

56

117

9

22.5

7.692307692

Nachunyu

0

1

0

17

34

52

7

41.17647059

13.46153846

Lulembela

1

4

5

15

8

33

3

20

9.090909091

Sale

1

6

16

36

30

89

8

22.22222222

8.988764045

Raudha Academy

0

2

11

14

0

27

0

0

0

Chiwata

0

0

2

8

38

48

4

50

8.333333333

Kinampundu

0

0

2

19

7

28

5

26.31578947

17.85714286

Magengati

0

1

5

8

12

26

4

50

15.38461538

Mpunguzi

0

3

9

40

44

96

9

22.5

9.375

Ndoleleji

0

1

3

9

4

17

2

22.22222222

11.76470588

Unyamikumbi

0

0

7

22

20

49

0

0

0

Iwindi

1

2

19

59

47

128

16

27.11864407

12.5

Dahani

0

0

1

15

39

55

5

33.33333333

9.090909091

690

1817

150

21.73913043

8.255365988

What does this imply?
The government has technically reduced the number of zeros by re-grading the students who are practically failures but scored D grades in two subjects. In fact there is no rationale for judging the person with average score of 46 points but with two Ds as better than the one who scored 41 points and missed the two Ds. Logically how can we say a person with 41 point is worse than the one with 46 points. What does this exactly tell us? That a person who can master two subjects at D level and fail the rest is better than the one who has an average of E in all subjects? According to NECTA anybody scoring an E is regarded as failed? Then what is the rationale of having E and F? Why cant we consider any grade below 29 is a failure?

Tuesday, May 1, 2012

This presentation was done at Msolwa secondary school in Morogoro Tanzania in 2010, when I was invited for a workshop on how to make a good teaching. I previously posted this presentation in this blog, however some people have asked me to post it again as they could not find it.
So I am bringing it back again for those who wish to make a good teaching in their classrooms.

Friday, April 27, 2012

Tanzania has been striving to introduce ICT
in education since 1997, when the first computer studies syllabus was introduced
in secondary schools. However, efforts to implement ICT in education have not
been fruitful due to various challenges that ICT in education has been
encountering. This study investigated the various challenges to ICT integration
in education and identified opportunities that can be utilized by the government,
schools and teachers to integrate ICT in education in Tanzania. Data for this
paper were collected through
self-reported questionnaire and semi-structured interviews. Findings from the
study showed that ICT implementation in the country is challenged by: the lack
of skilled teachers on ICT use, lack of technological tools in most schools,
unreliable electricity supply in most schools, and teachers’ attitude towards
technology. Despite these challenges, the study identified opportunities that
can be utilized by the government, schools and teachers in Tanzania. Some of
these opportunities include: high level of teachers’ motivation to use technology
in teaching, availability of a framework to guide teachers’ professional
development (e.g. TPACK) as well as the emergency of teachers’ collaboration; an approach which is highly adopted in schools
for teacher professional development. The reported challenges and opportunities
are important for the government and other education stakeholders in
determining the effective measures for integrating technology in education in
Tanzania.

About Me

The impact that a given technology can have on students’ learning should be measured by comparing the positive and the negative impact it has on users. If the positives outweigh the negatives, it could – therefore, be a good idea to find effective ways to subdue the negatives and promote the positives. In the same way, if the negatives caused by a given technology outweigh the positives, a possibility to abandon it should be thought of (Kafyulilo, 2012)

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Seminars and workshops have been in schools for years; yet teachers have not changed their practices. We need to think for a new professional development program which is school based and authentic. How about design teams?

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Technology integration in education in Tanzania; Dream or Reality

Please lets share ideas, opinions and challenges towards technology integrated education in Tanzania. Please use a language which is fair to everybodyKafyulilo.